9780136941460

Margo Mastropieri, Ph.D., is University Professor Emerita, College of Education and Human Development, George Mason University. She has served as a Diagnostic-Remediator for the Learning Center at Mount Holyoke College, and as a classroom teacher for students with special needs, from preschool to secondary levels, in Massachusetts and Arizona. Prior to her present position, she served as University Professor of Special Education at George Mason University. Earlier she was a Professor of Special Education at Purdue University, and as Assistant Professor of Special Education at Utah State University, where she also worked as a researcher at the Early Intervention Research Institute. She earned her Ph.D. from Arizona State University. She has co-directed federally funded research projects in mnemonic strategy instruction, inclusive science and social studies education, and writing instruction at the elementary, middle school, and high school levels, in addition to directing undergraduate and doctoral level personnel preparation grants. From 1991 to 1997 she served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 she served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). From 2009 to 2015 she served as Co-Editor of Exceptional Children, the research journal for the Council for Exceptional Children. Among her publications are over 200 journal articles, 67 chapters in books, and 31 co-authored or co-edited books. In 2007, she was awarded the distinguished University Professor title from George Mason University. In 2008 she was the recipient of a Teaching Excellence Award at George Mason University, In 2010, she was the recipient of the Virginia Outstanding faculty Award, which is the Commonwealth's highest honor for faculty at Virginia's public and private colleges and universities.

Tom Scruggs is University Professor Emeritus, George Mason University. He served as a classroom teacher for students with special needs, including gifted students, from preschool to secondary levels in Massachusetts and Arizona. Prior to his present position, he served as University Professor of Special Education at George Mason University. Earlier he was a Professor of Special Education at Purdue University, where he also had served as Director of the Purdue Achievement Center; and as a Research Assistant Professor at Utah State University. He earned his Ph.D. from Arizona State University. He has directed or co-directed externally funded research projects in peer tutoring, test-taking skills, mnemonic strategy instruction, and inclusive science and social studies education, at the elementary, middle school, and high school levels. From 1991 to 1997 he served as Co-Editor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children. From 1992 to 2011 he served as Co-Editor of the research annual Advances in Learning and Behavioral Disabilities (Emerald). Since 2009 to 2015 he served as Co-Editor of Exceptional Children. Among his publications (mostly in collaboration with Margo Mastropieri) are over 200 journal articles, 61 chapters in books, and 32 co-authored or co-edited books. In 2010, he received the Scholarly Achievement Award from the College of Education and Human Development at George Mason University.

Both authors are the recipients of the 2006 "CEC Special Education Research Award," as well as the 2011 "Distinguished Research Award" from the American Educational Research Association: Special Education Special Interest Group for their research efforts in working with and advocating on behalf of individuals with exceptionalities.

BRIEF TABLE OF CONTENTS

PART I: THE FUNDAMENTALS
1. Introduction to Inclusive Teaching
2. Collaboration: Partnerships and Procedures
3. Teaching Students with Higher-Incidence Disabilities
4. Teaching Students with Autism and Lower-Incidence Disabilities
5. Teaching Students with Other Special Learning Needs

PART II: DEVELOPING EFFECTIVE TEACHING SKILLS
6. Effective Differentiated Instruction for All Students
7. Response to Intervention and Multi-Tiered Systems of Support
8. Improving Motivation and Social Behavior
9. Promoting Inclusion with Classroom Peers
10. Improving Attention and Memory
11. Teaching Study Skills
12. Assessment

PART III: TEACHING IN THE CONTENT AREAS
13. Literacy
14. Mathematics
15. Science, Social Studies, and Transitions

COMPLETE TABLE OF CONTENTS

PART I: THE FUNDAMENTALS
1. Introduction to Inclusive Teaching
LEARNING OUTCOMES:
What Are the Educational Rights for Individuals with Disabilities?
The Least Restrictive Environment
Where Are Students with Disabilities Served?
Mainstreaming and Inclusion
Who Is Served Under IDEA?
Other Instances of Classroom Diversity
Legal Foundations
Legal Proceedings and Legislation Section
Americans with Disabilities Act
Individuals with Disabilities Education Act (IDEA)
No Child Left Behind Act (NCLB); Every Student Succeeds Act (ESSA)
Models of Service Delivery
The Continuum of Services
Where Are Most Students with Disabilities Served?
What Are General Education Classroom and Consultation Services?
What Are Resource and Self-Contained Services?
Special Schools and Special Facilities
What Other Related Services Are Available?
Full Inclusion
What Does This Debate Mean for Teachers?
Teacher Attitudes
SUMMARY

2. Collaboration: Partnerships and Procedures
LEARNING OUTCOMES:
Collaboration to Meet Students' Needs
Shared Goals
Effective Communication
Strategies for Communicating Effectively
Collaboration and Communication for Intervention
General Education Prereferral Request
The Intervention Process,
Collaboration for Referrals and Placements
Collaboration as Partnerships
Consultation Between Special and General Educators
Co-Teaching
Strategies for Collaborating with Paraprofessionals
Strategies for Collaborating Effectively with Parents and Families
SUMMARY
INCLUSION CHECKLIST

3. Teaching Students with Higher-Incidence Disabilities
LEARNING OUTCOMES:
Speech or Language Impairments
Prevalence, Definitions, and Characteristics of Speech or Language Impairments,
Causes of Speech or Language Impairments
Identification and Assessment of Speech or Language Impairments
Strategies for Making Adaptations for Students with Speech or Language Impairments
Learning Disabilities
Prevalence and Definitions of Learning Disabilities
Causes of Learning Disabilities,
Issues in Identification and Assessment of Learning Disabilities
Characteristics of Learning Disabilities
Strategies for Making Classroom Adaptations for Students with Learning Disabilities
Intellectual Disabilities
Prevalence and Definitions of Intellectual Disabilities
Causes of Intellectual Disabilities
Issues in Identification and Assessment of Intellectual Disabilities
Characteristics of Intellectual Disabilities
Strategies for Making Classroom Adaptations for Students with Intellectual Disabilities,
Emotional Disturbance
Prevalence and Definitions of Emotional Disturbance
Causes of Emotional Disturbance
Issues in Identification and Assessment of Emotional Disturbance
Characteristics of Emotional Disturbance
Strategies for Making Classroom Adaptations for Students with Emotional Disturbance
Attention Deficit Hyperactivity Disorder (ADHD)
Definitions, Prevalence, and Characteristics of ADHD; Causes of ADHD; Issues in Identification and Assessment of ADHD
Strategies for Making Classroom Adaptations for Students with Attention Deficit Hyperactivity Disorder
SUMMARY
INCLUSION CHECKLIST

4. Teaching Students with Autism and Lower-Incidence Disabilities
LEARNING OUTCOMES:
Autism
Prevalence, Definitions, and Characteristics of Autism, Strategies for Making Classroom Adaptations for Students with Autism
Physical Disabilities and Other Health Impairments
Prevalence, Definitions, and Characteristics of Physical Disabilities and Other Health Impairments, Physical and Health-Related Disabilities
Strategies for Making Classroom Adaptations for Students with Physical Disabilities and Other Health Impairments
Severe and Multiple Disabilities
Prevalence, Definitions, and Characteristics of Severe and Multiple Disabilities
Strategies for Making Classroom Adaptations for Students with Severe and Multiple Disabilities
Visual Impairments
Prevalence, Definitions, and Characteristics of Visual Impairments
Strategies for Making Classroom Adaptations for Students with Visual Impairments
Hearing Impairments Including Deafness
Prevalence, Definitions, and Characteristics of Hearing Impairments
Educational Programming
Strategies for Making Classroom Adaptations for Students with Hearing Impairments
SUMMARY
INCLUSION CHECKLIST

5. Teaching Students with Other Special Learning Needs
LEARNING OUTCOMES:
Gifted, Creative, and Talented
Definitions, Prevalence, and Characteristics of Gifted, Creative, and Talented,
Issues in Identification and Assessment of Gifted, Creative, and Talented
Strategies for Making Adaptations for Students Who Are Gifted, Creative, and Talented
Students Who Are Culturally and Linguistically Diverse
Prevalence, Definitions, and Characteristics of Culturally and Linguistically Diverse Students
Issues in Identification and Assessment of Culturally and Linguistically Diverse Students Strategies for Making Adaptations for Students from Culturally and Linguistically Diverse Backgrounds,
Students at Risk
Definitions, Prevalence, and Characteristics of Students at Risk, Coordinating Instruction with Compensatory Education Programs, Strategies for Making Adaptations for Students at Risk,
SUMMARY
INCLUSION CHECKLIST

PART II: DEVELOPING EFFECTIVE TEACHING SKILLS
6. Effective Differentiated Instruction for All Students
LEARNING OUTCOMES:
What Is Differentiated Instruction?
Promoting Effective Differentiated Instruction: The PASS Variables
P: Prioritize Instruction
Strategies for Planning for Content Coverage,
A: Adapt Instructional Methods, Instructional Materials, or the Learning Environment
Strategies for Making Adaptations
S: Systematically Teach with the SCREAM Variables
Strategies for Implementing the SCREAM Variables
Strategies for Maximizing On-Task Behavior
Strategies for Maximizing Time for Learning
S: Systematically Evaluate the Outcomes of Your Instruction
Strategies for Promoting Systematic Evaluation of Instruction,
Putting the PASS Variables to Work: Including Model Lesson Components in Instruction
SUMMARY
INCLUSION CHECKLIST

7. Response to Intervention and Multi-Tiered Systems of Support
LEARNING OUTCOMES:
What Is RTI?
Schoolwide Screening, Progress Monitoring, and Data-Based Decision Making
Strategies for Administering Schoolwide Screening
Strategies for Progress Monitoring and Data-Based Decision Making
Tier : Effective Instruction in General Education
Features of Tier Instruction, Strategies for Implementation of Tier Instruction
Tier : Intervention to Remediate
Features of Tier Instruction, Strategies for Implementation of Tier Instruction
Considerations in Implementation of Tier Instruction
Tier : Individualized, Intensive Instruction
Strategies for Implementation of Tier Instruction
Fidelity of Implementation
Strategies for Determining Fidelity of Implementation
Strategies for Implementing RTI at The Secondary Level
Challenges with Implementing RTI
SUMMARY
INCLUSION CHECKLIST

8. Improving Motivation and Social Behavior
LEARNING OUTCOMES:
Setting the Stage for Academic Success
Strategies for Improving Motivation and Affect
Improving Classroom Behavior and Social Skills
Managing Classroom Behavior
Strategies for Observing and Recording Classroom Behavior
Strategies for Using Effective Classroom Management Methods
Strategies for Less-Intensive Classroom Management Methods
Strategies for More Formal Classroom Management Methods
Strategies for Handling Classroom Confrontations
Strategies for Implementing Schoolwide Discipline Systems
Strategies for Confronting Bullying
Teaching Social Skills
Strategies for Social Skills Training
SUMMARY
INCLUSION CHECKLIST

9. Promoting Inclusion with Classroom Peers
LEARNING OUTCOMES:
Peer-Supported Social Acceptance
Strategies for Promoting Social Acceptance
Peer Assistance
Strategies for Enlisting Peer Assistance
Peer Tutoring
Benefits of Peer Tutoring, Strategies for Implementing a Tutoring Program
Strategies for Promoting Learning with Classwide Peer Tutoring
Cooperative Learning
Strategies for Implementing Cooperative Learning
Advantages and Challenges of Cooperative Learning
SUMMARY
INCLUSION CHECKLIST

10. Improving Attention and Memory
LEARNING OUTCOMES:
Attention
Attention and Students with Special Needs
Strategies for Improving Attention,
Strategies for Addressing Extreme Cases of Attention Deficits,
Memory
Strategies for Improving Memory
Strategies for Improving Memory with Mnemonic Techniques
SUMMARY
INCLUSION CHECKLIST

11. Teaching Study Skills
LEARNING OUTCOMES:
Tools for Developing Independent Learners
Strategies for Developing Personal Organizational Skills
Strategies for Promoting Listening Skills
Strategies for Teaching Note- Taking Skills
Research and Reference Skills
Strategies for Teaching Library Skills
Strategies for Preparing Reports and Projects
SUMMARY
INCLUSION CHECKLIST

12. Assessment
LEARNING OUTCOMES:
Types of Tests
Performance Assessments and Portfolio Assessments,
Adapting Tests for Students with Special Needs
Strategies for Administering Norm-Referenced Tests
Strategies for Adapting Competency-Based Local and Statewide Assessment
Strategies for Adapting Teacher-Made and Criterion-Referenced Tests
Strategies for Using Curriculum-Based
Measurement
Strategies for Using Performance Assessment
Strategies for Using Portfolio Assessment
Teach Test-Taking Skills
Strategies for Teaching Test-Taking Skills,
Grading
Strategies for Adapting Report Card Grading,
SUMMARY
INCLUSION CHECKLIST

PART III: TEACHING IN THE CONTENT AREAS
13. Literacy
LEARNING OUTCOMES:
Approaches to Reading
Strategies for Implementing Approaches to Reading
Common Core State Standards in Reading Teaching Reading Skills
Strategies for Promoting Word Identification
Strategies for Promoting Reading Fluency
Reading Comprehension
Strategies for Teaching Reading Comprehension
Strategies for Implementing Multi-Tiered Reading Instruction with RTI
Written Expression
Strategies for Improving Handwriting
Strategies for Teaching Spelling
Strategies for Teaching Written Communication
SUMMARY
INCLUSION CHECKLIST

14. Mathematics
LEARNING OUTCOMES:
Mathematics Education
Mathematics and Students with Disabilities
Teaching Math in Inclusive Settings
Strategies for Teaching Beginning Math
Strategies for Teaching Addition and Subtraction
Strategies for Teaching Multiplication and Division
Strategies for Teaching Problem Solving
Strategies for Teaching About Money and Time
Strategies for Teaching Fractions and Decimals
Strategies for Teaching Area and Volume Concepts
Strategies for Teaching Algebra
Strategies for Teaching Functional Math
SUMMARY
INCLUSION CHECKLIST

15. Science, Social Studies, and Transitions
LEARNING OUTCOMES:
Adapting Textbook-Oriented Approaches in Science and Social Studies
Common Core State Standards Relevant to Science and Social Studies
Strategies for Effective Teaching in Science and Social Studies
Strategies for Promoting Independent Learning from Textbooks
Strategies for Adapting Textbook Materials
Adapting Activities-Oriented Approaches in Science and Social Studies
Strategies for Adapting Science Activities
Strategies for Adapting Life Science Activities
Strategies for Adapting Earth Science Activities
Strategies for Adapting Physical Science Activities
Strategies for Adapting Social Studies Activities
Inquiry Learning in Science and Social Studies
Strategies for Adapting Inquiry Learning Activities
Transitions
Planning for Transition
Strategies for Promoting Transitions
Strategies for Transitioning for the Future
SUMMARY
INCLUSION CHECKLIST

REFERENCES
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